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  1. Diagnosing pronunciation errors for Arabic learners of English

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    Publication Rehman, I., Silpachai, A., Levis, J., Zhao, G., & Gutierrez-Osuna, R. (2020)
    Area of research Other
    • Data driven learning
    Pronunciation
    Native / Non-native
    Participant type Foreign language learners

  2. Future teachers’ experiences and beliefs shape how they assess second language pronunciation

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    Publication Tsunemoto, A., Trofimovich, P., & Kennedy, S. (2020)
    Area of research Phonology
    Pronunciation
    Native / Non-native
    Speaking
    Listening
    Teacher education
    Teacher cognition
    Participant type Teacher trainees
    Teachers
    Iris logo small https://www.iris-database.org/iris/app/home/detail?id=york%3a938081&ref=search

  3. Why CLIL in Madrid seems to favour all students, independently of their background

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    Publication Halbach, A., & Iwaniec, J. (2020)
    Area of research Multilingualism
    Other
    • Bilingual education
    Learning
    Bilingualism
    Teaching policy
    Teaching Methods: Content and Language Integrated Learning (CLIL)
    Participant type Foreign language learners
    Age Adolescent learners

  4. The origin of peer feedback: They need to notice the error first

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    Publication Sato, M., & McDonough, K. (2020)
    Area of research Other
    • Peer feedback
    Discourse
    Conversation
    Vocabulary
    Proficiency
    Grammar
    Speaking
    Pronunciation
    Learning
    Participant type Foreign language learners
    Age Adult learners
    Iris logo small https://www.iris-database.org/iris/app/home/detail?id=york%3a938078&ref=search

  5. Young infants are highly sensitive to different speech sounds and start to learn some of them while still in the womb

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    Publication Chládková, K. , & Paillereau, N. (2020)
    Area of research Comprehension
    Learning
    Acquisition
    Phonology
    Meta-analysis
    Listening
    Implicit learning
    Participant type Other
    • Infants
    Age Young learners

  6. Starting to learn a foreign language early does not necessarily have long-term benefits

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    Publication Baumert, J., Fleckenstein, J., Leucht, M., Köller, O., & Möller, O. (2020)
    Area of research Learning
    Meta-analysis
    Effectiveness of teaching
    Other
    • Early and late L2 starters
    Participant type Other
    • Young learners
    Foreign language learners
    Age Young learners

  7. Optimizing learners’ task performance using pre-task planning and task repetition

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    Publication Lambert, C., Aubrey, S., & Leeming, P. (2020)
    Area of research Tasks
    Effectiveness of teaching
    Other
    • Task preparation
    Fluency
    Production
    Teaching Methods: Task repetition
    Speaking
    Participant type Foreign language learners
    Second (additional) language learners

  8. Using eye-tracking to examine the role of first and second language glosses

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    Publication Kang, H., Kweon, S.-O., & Choi, S. (2020)
    Area of research Vocabulary
    Learning
    Other
    Processing
    Reading
    Effectiveness of teaching
    Participant type Foreign language learners
    Age Adult learners

  9. Interleaved (mixed) grammar practice can assist learners with weaker working memory

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    Publication Suzuki, Y., Yokosawa, S., & Aline, D. (2020)
    Area of research Speaking
    Grammar
    Tasks
    Effectiveness of teaching
    Production
    Learning
    Working memory
    Participant type Second (additional) language learners
    Foreign language learners
    Age Adult learners

  10. The long-term benefits of making the simple change from non-cumulative to cumulative weekly vocabulary quizzes

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    Publication Nakata, T., Tada, S., McLean S., & Kim, Y. (2020)
    Area of research Vocabulary
    Effectiveness of teaching
    Testing
    Participant type Foreign language learners
    Second (additional) language learners
    Age Adult learners